Establishing a Student-Centered Environment to Support All Learners

Establishing a Student-Centered Environment to Support All Learners

James D. Basham (University of Kansas, USA), Skip Stahl (CAST, USA), Tracey Hall (CAST, USA) and Richard Allen Carter Jr. (University of Wyoming, USA)
DOI: 10.4018/978-1-5225-2520-2.ch007
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Abstract

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.
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Background

The primary vision for student learning in MI2 was based on the notion that all learning environments should be focused on one thing and only one thing, the learner. Before beginning the story of MI2, this section will provide readers a general understanding of some primary foundational components of a student-centered or what is often termed a personalized learning environment.

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